Formal and informal learning as deterrents of turnover intentions: Evidence from frontline workers during a crisis

Randall, Jason G.; Brooks, Ricardo R.; Heck, Martin J.

doi:10.1111/ijtd.12254

Cited by 8 publications

(6 citation statements)

References 58 publications

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“…Commuters who have the autonomy to shape work responsibilities and create new career opportunities may be motivated to choose to engage in CBL because of the need to plan and process developmental changes and new learning needs. Additionally, complex and challenging work may promote CBL for the same reason—by encouraging individuals to take advantage of every opportunity afforded to learn to keep up with difficult or variable job demands (Cerasoli et al, 2018; Randall et al, 2022). Wolfson et al (2019) found that two work characteristics, (a) updating and using relevant knowledge and (b) decision making and problem-solving, support the relationship between informal field-based learning and work effectiveness.…”

Section: Theoretical Framework Of Commute-based Learningmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

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Though commuting is often seen as a source of stress, commuters may take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL). We draw on self-regulation and learning and development theories to define CBL in terms of its context, content, and process and present the findings of a systematic review of multitasking activities in the transportation literature. This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c) commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these review findings with psychological theories to propose a framework specifying the predictors of CBL, its benefits, and drawbacks, and the commute mode's moderating influence. These efforts yield several practical implications and future research directions to increase CBL's potential benefits while reducing potential harm. Plain Language Summary Although commuting can often be a source of stress, commuters may also take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL).To emphasize the potential benefits and pitfalls of CBL, we draw on learning and development, self-regulation, multiple-goal pursuit, and multiple resource theories to define CBL in terms of its context (where it occurs), content (what it includes), and process (how it is done). Next, we present the findings of a systematic review ofresearch on multitasking activities in the transportation literature to gather evidence of the learning activities that commuters may pursue.This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c)commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these findings from the transportation literature with psychological theories to propose a framework specifying the predictors of CBL (individual and organizational), its benefits (expertise, need satisfaction and well-being) and drawbacks (depletion, reduced safety), and the critical role of commute mode as a moderator of these relationships. Our definition and framework of CBL inform practical implications for improving the benefits of learning during the commute, while mitigating its potential drawbacks. We also present suggested directions for future multidisciplinary research. We hope this review provides insight into the state of the literature on commute-based learning and a clear research agenda for advancement in this broadly important, yet underdeveloped area.

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Section: Theoretical Framework Of Commute-based Learningmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

Self Cite

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Section: Discussionmentioning

confidence: 99%

“…Learning that is self-initiated and self-directed is well suited to contemporary realities which require individuals to construct their own careers in contexts of rapid change and high uncertainty (Kwon and Cho, 2020). Furthermore, Randall et al (2021) showed that informal learning is negatively related to turnover intentions. Accordingly, opportunities for informal learning may well contribute to the retention of top talent, which is particularly crucial in the Iranian organisations (Hausknecht, 2017).…”

Section: Practical Implicationsmentioning

confidence: 99%

Informal learning and career identity formation: the mediating role of work engagement

Abadi

Coetzer

Roxas

et al. 2022

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PurposeThe aim of the study is to extend prior research on career identity formation by investigating whether individuals' participation in informal workplace learning activities positively relates to career identity. The study also examines whether work engagement significantly mediates the participation in informal learning and career identity relationship.Design/methodology/approachUsing data from a survey of 313 individuals in Iran, the study developed and tested measurement and structural models and employed partial least squares structural equation modelling to test the hypotheses.FindingsThe findings suggest that work engagement substantially mediates the positive relationship between participation in informal learning and career identity. Furthermore, the learning potential of the workplace and the propensities of individuals to actively approach situations that provide them with opportunities to learn and seek feedback on their performance have positive although varying relations with levels of participation in informal learning.Practical implicationsHuman resource management and career management specialists must be cognisant of the central role that employee participation in informal learning plays in strengthening their work engagement and career identity. Learning and development specialists should seek to create conditions in the work environment that are favourable to informal learning and work engagement.Originality/valueAlthough the role of formal development programmes in career identity formation is well documented, studies that examine links between participation in informal learning activities and career identity are very rare. Furthermore, there are no known studies that examine the potential mediating role of work engagement in the relationship between participation in informal learning activities and career identity.

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“…Learning transfer is a multidimensional concept that requires looking at it from different perspectives, because conceiving it only as the mere applicability of knowledge is a limited view and ignores the influences of the environment, training and trainees, in the processes of learning. It is through this transfer that employees develop themselves (Randall et al ., 2022). Wexley and Latham (2002) and Cheng and Hampson (2008) suggested that transfer analysis should be classified into three dimensions: positive, negative and neutral.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

Junça Silva,

Pinto

2024

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PurposeThe present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and personal resources (social support from the leader and colleagues and adaptability). Specifically, the authors tested the mediating role of motivation to transfer in the relationship (1) between the perceived support from the supervisor and colleagues and performance after training and (2) between adaptability and performance in an extreme context of the pandemic crisis – the first peak of COVID-19 in Portugal. Further, an inspection of the factors that predicted knowledge transfer and adaptability under an extreme context was carried out.Design/methodology/approachTo do so, necessary training about the new safety rules regarding the pandemic crisis of COVID-19 was implemented in a healthcare institution as a strategy to help healthcare workers deal with the increasing uncertainty and complexity that was threatening their work. It consisted of three sessions (each with one hour of training) regarding procedures, rules and safety norms. The training occurred in May 2020. Overall, 291 healthcare workers participated in the study and answered one online questionnaire one week after training completion.FindingsThe results showed that the motivation to transfer had a significant indirect effect on the relationship between colleagues' and supervisors' support and performance and between adaptability and performance. Additionally, complementary analyses showed that the mediations depended on the levels of self-efficacy in such a way that the indirect relationships were stronger when self-efficacy was higher. Thus, adaptability and support, both from colleagues and the supervisor, are determining factors for knowledge transfer and resultant performance in extreme contexts, such as the COVID-19 pandemic crisis. Lastly, the results showed that the most significant predictors of transference were self-efficacy and the motivation to transfer the learned knowledge. On the other hand, self-efficacy, peer support and the opportunity to use the knowledge were the most significant predictors of adaptability.Practical implicationsThese findings provide support for the role of employee motivation to transfer as a mechanism connecting both perceived support and adaptability to performance outcomes under extreme working contexts.Originality/valueThis study, conducted in the middle of the COVID-19 pandemic context – an extreme and uncertain working context – shows the relevance of both job and individual factors to predict employees' adaptability to such contexts.

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Formal and informal learning as deterrents of turnover intentions: Evidence from frontline workers during a crisis

Cited by 8 publications

References 58 publications

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Informal learning and career identity formation: the mediating role of work engagement

Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

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